New lesson plan: Modal lesson

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Modal lesson - A2 level

Modal lesson
A2 level

Description

In this session, students learn about modal auxiliaries and their usage. At the beginning of the session, past continuous is going to be reviewed. Then, a tough situation is going to be created in order that the students may choose the possible options and try to use some modals. Next, the instruction is going to be offered and other usage of modals is introduced.Some questions and another sticky situation are prepared to encourage students to individually use modals. After asking them what they have learned from the session and their idea about the next lesson, worksheets are going to be given, so they can write about their own ideas.

Materials

Power point_pictures_ book_ worksheets

Power point_pictures_ book_ worksheets

Main Aims

To provide clarification and practice of modals auxiliaries

Subsidiary Aims

To provide review the past continuous tense and writing.

Procedure (21-30 minutes)

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

1. Greeting 2.Asking what they did yesterday. 3.Asking what they were doing when the teacher arrived.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

1. Showing the picture about earthquake 2. Creating a fight-or-flight atmosphere 3. Encouraging them to come up with some options 4. Showing a picture about the principal 5. Asking what she is going to say 6. Showing them blurry pictures 7. Asking questions: a) What are they? b) What are they doing?

Highlighting (1-2 minutes) • To draw students' attention to the target language

1. Encouraging them to use modals for each situation 2. Helping them to give the correct answer 3. Giving the instructions

Clarification (6-7 minutes) • To clarify the meaning, form and pronunciation of the target language

1. Showing the list of modals CCQs: Should: a) Is it good to do something? (Yes) b) Is it very important to do something? (No) c) Is there any other choice? (Yes) Can: a) Is it possible to do something? (Yes) b) Is it very important to do something? (No) c) Are there any other choices? (Yes) Must: a) Is it very important to do something? (Yes) b) Are there any other choices? (No) 2. Describing the other usage CCQs: Am/is/are: a) Are they describing a fact? (Yes) b) Are you sure about something? (Yes) Can't be: a) Is it a fact? (No) b) How much sure are you? (99%) Must: a) Is it a fact? (No) b) How much sure are you? (95%) May: a) Is it a fact? (No) b) Is it possible? (Yes) c) How much sure are you? (More than 50%) Might: a) Is it a fact? (N0) b) Is it possible? (Yes) c) How much sure are you? (less then 50%) 3. Introducing the negative forms 4. Describing how we can use them in a question 5. Asking if they have any questions

Controlled Practice (3-4 minutes) • To concept check and prepare students for more meaningful practice

1. Showing them some blurry pictures 2. Asking what they think about them 3. Ask them these questions: a) What can you buy for your best friend's birthday? b) Where is your teacher's house? c) What must you do while fasting? ICQs: a. How many sentences should the answers say for each part? (At least one answer)

Semi-Controlled Practice (3-4 minutes) • To concept check further and prepare students for free practice

1. Showing the picture that they have lost their key 2. Asking them about possible choices in order to solve the problem 3. Showing the next picture 4. Asking to guess what the president wants to say about how to fight against Corona Virus and Disease ICQs: a. How many answers are needed for each part? (At least one answer) b. Can you help them if they didn't come up with any answer? (Yes)

Free Practice (3-6 minutes) • To provide students with free practice of the target language

1. Asking them to tell you what they have learned from the session ICQs: a. Should they describe all they have learned in minute detail? (NO) b. Should they give an absolute explanation? (Yes) 2. Briefly explaining the next lesson by wanting them to answer this questions: a) Which one is correct? They are sitting at the table or on the table? The market is on the table or at the table? To travel to Bhutan in Norooz or on Norooz? The key answers are in page 22 or on page 22? ICQs: a. Should they give their ideas for each sentence? (Yes) 3. Giving them a worksheet to write about: a) Their abilities: b) How to learn English: c) How to get a good score: ICQs: a. How many answers are needed for each part? (At least three answers) b. Should it be done as a homework? (Yes, if the time were over)

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